Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations

McCoy, Dorian L.; Rodricks, Dirk J.

doi:10.1002/aehe.20021

Cited by 117 publications

(142 citation statements)

References 79 publications

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“…The ability of White faculty to not think about issues of inequity or social justice is consistent with the tenet of Whiteness as property (DeCuir & Dixson, 2004). Whiteness is a privilege that each White person owns, and allows the White person to exist in the dominant structures without feelings of exclusion (DeCuir & Dixson, 2004;Harris, 1993;McCoy & Rodricks, 2015). Although White persons may be aware of the existence of exclusionary factors, they themselves are not impacted by those factors (DeCuir & Dixson, 2004;Harris, 1993).…”

Section: Tenets Of Critical Race Theorymentioning

confidence: 89%

“…The university in the United States was founded to educate White people; the entire American higher education system was created to benefit White people (Wilder, 2014). This is Whiteness as property in the higher education context (McCoy & Rodricks, 2015). The ability of White faculty to not think about issues of inequity or social justice is consistent with the tenet of Whiteness as property (DeCuir & Dixson, 2004).…”

Section: Tenets Of Critical Race Theorymentioning

confidence: 92%

“…McCoy & Rodricks, 2015; Pérez Huber & Solórzano, 2015;Solórzano & Yosso, 2002) The tenets of CRT are multi-faceted and authors do not agree which tenets are most important (Delgado & Stefancic, 2012). Most CRT authors write about racism being endemic in American society, the American legal system, and the American school system (McCoy & Rodricks, 2015;Pérez Huber & Solórzano, 2015). The tenet of experiential knowledge is a commonly shared tenet.…”

Section: Tenets Of Critical Race Theorymentioning

confidence: 99%

“…(b) experiential knowledge, storytelling, and counterstorytelling; (c) Whiteness as property; (d) critique of liberalism or the challenge to dominant ideologies; and (e) a commitment to social justice (see Figure 1) (Dixson & Rousseau, 2005;McCoy & Rodricks, 2015;Pérez Huber & Solórzano, 2015;Solórzano & Yosso, 2002). McCoy & Rodricks, 2015; Pérez Huber & Solórzano, 2015;Solórzano & Yosso, 2002) The tenets of CRT are multi-faceted and authors do not agree which tenets are most important (Delgado & Stefancic, 2012).…”

Section: Tenets Of Critical Race Theorymentioning

confidence: 99%

“…However, there was not an agreement about what social justice means. CRT holds that social justice is both a process and a goal (McCoy & Rodricks, 2015). It is a process to change the existing structures so all people have equal access and it is also a vision for a future where all are safe, secure, and have equitable access (McCoy & Rodricks, 2015;Solórzano & Villalpando, 1998).…”

Section: A Critique Of Liberalism a Critique Of Liberalism Was A Guimentioning

confidence: 99%

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How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Lynette¹

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This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results indicate that more can be done by universities in the United States to create inclusive campuses and to retain faculty of color.Suggestions for actionable steps are offered. These results are significant because they inform higher education leadership that the work of implementing their mission is never over and that the higher education community must continuously strive to be more inclusive, equitable, and accessible.

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Section: Tenets Of Critical Race Theorymentioning

confidence: 89%

Section: Tenets Of Critical Race Theorymentioning

confidence: 92%

Section: Tenets Of Critical Race Theorymentioning

confidence: 99%

Section: Tenets Of Critical Race Theorymentioning

confidence: 99%

Section: A Critique Of Liberalism a Critique Of Liberalism Was A Guimentioning

confidence: 99%

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How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Lynette¹

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Critical Race Theory

Durie

2017

The Wiley‐Blackwell Encyclopedia of Social Theory

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Critical race theory emerged during the 1980s from critiques and resistances of (mainly) black African American students and academics to the racist assumptions and practices underpinning legal education in the Western academy and the practice of law in the United States of America. The resultant body of work and practice became known as critical race theory, reflecting two primary interests. The first of these was to examine and understand how the structure of white supremacy and authority and the oppression of people of color was maintained within the institution of the law. The second and critical interest was to challenge and change this structural inequality. Thus critical race theory as a body of work reflects the emergence of a critical theoretical standpoint and a call to action reflected in the work of its protagonists since its inception in the late 1980s.

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